Hostname: page-component-cb9f654ff-mnl9s Total loading time: 0 Render date: 2025-09-10T06:52:14.394Z Has data issue: false hasContentIssue false
  • English
  • Français

Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support

Published online by Cambridge University Press:  02 July 2020

Samantha F. Anderson Open the ORCID record for Samantha F. Anderson [Opens in a new window] ,
Michael R. Sladek  and
Leah D. Doane
Samantha F. Anderson*
Affiliation:
Department of Psychology, Arizona State University, Tempe, AZ, USA
Michael R. Sladek
Affiliation:
Department of Psychology, Arizona State University, Tempe, AZ, USA Graduate School of Education, Harvard University, Cambridge, MA, USA
Leah D. Doane
Affiliation:
Department of Psychology, Arizona State University, Tempe, AZ, USA
*
Author for correspondence: Samantha F. Anderson, Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA; E-mail: Samantha.F.Anderson@asu.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

Affect reactivity to stress may play a role in the development of internalizing symptoms during the college transition, a critical developmental juncture for Latinx adolescents, the largest ethnic minority group on college campuses. This study examined whether affect reactivity during high school is associated with internalizing symptoms in college and explored two potential protective factors, perceived family and peer support. Participants were 209 Latinx adolescents (Mage = 18.10; 64.4% female) who completed standard surveys and four diary assessments per day over 7 days (N > 4,500 momentary observations). First, to measure affect reactivity, we assessed whether perceived stress was associated with negative affect at the momentary level during high school (senior year). Second, we tested whether affect reactivity predicted internalizing symptoms during the first year of college. Third, we tested whether perceived family or peer support buffered the negative consequences of affect reactivity. Results indicated statistically significant within- and between-person associations between stress and negative affect. Moreover, affect reactivity significantly predicted depressive, but not anxiety, symptoms. Buffering was found for family, but not peer, support. Findings extend previous research by detecting associations between momentary affect reactivity and internalizing symptoms during a sociocultural shift in Latinx adolescents’ lives and have implications for culturally appropriate programs to prevent depressive symptoms.

Keywords

affect reactivitycollege transitioninternalizing symptomsLatinxsocial support

Information

Type
Regular Articles
Information
Development and Psychopathology , Volume 33 , Issue 4 , October 2021 , pp. 1322 - 1337
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Adam, E. K. (2006). Transactions among adolescent trait and state emotion and diurnal and momentary cortisol activity in naturalistic settings. Psychoneuroendocrinology, 31, 664–679. https://doi.org/10.1016/j.psyneuen.2006.01.010.CrossRefGoogle ScholarPubMed
Aguinaga, A., & Gloria, A. M. (2015). The effects of generational status and university environment on Latina/o undergraduates’ persistence decisions. Journal of Diversity in Higher Education, 8, 15–29. https://doi.org/10.1037/a0038465.CrossRefGoogle Scholar
Alegría, M., Canino, G., Stinson, F. S., & Grant, B. F. (2006). Nativity and DSM-IV psychiatric disorders among Puerto Ricans, Cuban Americans, and non-Latino Whites in the United States: Results from the National Epidemiologic Survey on Alcohol and Related Conditions. The Journal of Clinical Psychiatry, 67, 56–65.CrossRefGoogle ScholarPubMed
Alegría, M., Molina, K. M., & Chen, C.-N. (2014). Neighborhood characteristics and differential risk for depressive and anxiety disorders across racial/ethnic groups in the United States. Depression and Anxiety, 31, 27–37. https://doi.org/10.1002/da.22197.CrossRefGoogle ScholarPubMed
Alexander, N., Osinsky, R., Schmitz, A., Mueller, E., Kuepper, Y., & Hennig, J. (2010). The BDNF Val66Met polymorphism affects HPA-axis reactivity to acute stress. Psychoneuroendocrinology, 35, 949–953. https://doi.org/10.1016/j.psyneuen.2009.12.008.CrossRefGoogle ScholarPubMed
Almeida, D. M. (2005). Resilience and vulnerability to daily stressors assessed via diary methods. Current Directions in Psychological Science, 14, 64–68. https://doi.org/10.1111/j.0963-7214.2005.00336.x.CrossRefGoogle Scholar
Anderson, E. R., & Mayes, L. C. (2010). Race/ethnicity and internalizing disorders in youth: A review. Clinical Psychology Review, 30, 338–348. https://doi.org/10.1016/j.cpr.2009.12.008.CrossRefGoogle Scholar
Arbona, C., Fan, W., & Olvera, N. (2018). College stress, minority status stress, depression, grades, and persistence intentions among Hispanic female students: A mediation model. Hispanic Journal of Behavioral Sciences, 40, 414–430. https://doi.org/10.1177/0739986318799077.CrossRefGoogle Scholar
Arbona, C., & Jimenez, C. (2014). Minority stress, ethnic identity, and depression among Latino/a college students. Journal of Counseling Psychology, 61, 162–168. https://doi.org/10.1037/a0034914.CrossRefGoogle ScholarPubMed
Archuleta, A. J., & Lakhwani, M. (2016). Balancing cultures: Acculturation, environmental mastery, emotional regulation, and depressive symptoms among first-generation Latino/a youth. Social Work in Mental Health, 14, 271–291. https://doi.org/10.1080/15332985.2015.1017136.CrossRefGoogle Scholar
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469–480. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/0003-066X.55.5.469.CrossRefGoogle ScholarPubMed
Azmitia, M., Syed, M., & Radmacher, K. (2013). Finding your niche: Identity and emotional support in emerging adults’ adjustment to the transition to college. Journal of Research on Adolescence, 23, 744–761. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1111/jora.12037.CrossRefGoogle Scholar
Badiee, M., & Andrade, E. (2019). Microsystem and macrosystem predictors of Latinx college students’ depression and anxiety. Journal of Hispanic Higher Education, 18, 422–434. https://doi.org/10.1177/1538192718765077.CrossRefGoogle Scholar
Bai, S., & Repetti, R. L. (2018). Negative and positive emotion responses to daily school problems: Links to internalizing and externalizing symptoms. Journal of Abnormal Child Psychology, 46, 423–435. https://doi.org/10.1007/s10802-017-0311-8.CrossRefGoogle ScholarPubMed
Behnke, A. O., Plunkett, S. W., Sands, T., & Bámaca-Colbert, M. Y. (2011). The relationship between Latino adolescents’ perceptions of discrimination, neighborhood risk, and parenting on self-esteem and depressive symptoms. Journal of Cross Cultural Psychology, 42, 1179–1197. https://doi.org/10.1177/0022022110383424.CrossRefGoogle Scholar
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90–96. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1016/j.jad.2014.10.054.CrossRefGoogle Scholar
Bolger, N., & Laurenceau, J.-P. (2013). Intensive longitudinal methods: An introduction to diary and experience sampling research. New York: Guilford Press.Google Scholar
Bolger, N., & Zuckerman, A. (1995). A framework for studying personality in the stress process. Journal of Personality and Social Psychology, 69, 890–902.CrossRefGoogle ScholarPubMed
Campos, B., & Kim, H. S. (2017). Incorporating the cultural diversity of family and close relationships into the study of health. American Psychologist, 72, 543–554. https://doi.org/10.1037/amp0000122.CrossRefGoogle Scholar
Campos, B., Ullman, J. B., Aguilera, A., & Dunkel Schetter, C. (2014). Familism and psychological health: The intervening role of closeness and social support. Cultural Diversity and Ethnic Minority Psychology, 20, 191–201. https://doi.org/10.1037/a0034094.CrossRefGoogle ScholarPubMed
Canty-Mitchell, J., & Zimet, G. D. (2000). Psychometric properties of the multidimensional scale of perceived social support in urban adolescents. American Journal of Community Psychology, 28, 391–400. https://doi.org/10.1023/A:1005109522457.CrossRefGoogle ScholarPubMed
Cardemil, E. V., Millán, F., & Aranda, E. (2019). A new, more inclusive name: The Journal of Latinx Psychology. Journal of Latinx Psychology, 7, 1–5. https://doi.org/10.1037/lat0000129.CrossRefGoogle Scholar
Castillo, L. G., Conoley, C. W., Choi-Pearson, C., Archuleta, D. J., Phoummarath, M. J., & Van Landingham, A. (2006). University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, 53, 267–271. https://doi.org/10.1037/0022-0167.53.2.267.CrossRefGoogle Scholar
Charles, S. T., Piazza, J. R., Mogle, J., Sliwinski, M. J., & Almeida, D. M. (2013). The wear and tear of daily stressors on mental health. Psychological Science, 24, 733–741. https://doi.org/10.1177/0956797612462222.CrossRefGoogle ScholarPubMed
Cohen, S., & Williamson, G. M. (1991). Stress and infectious disease in humans. Psychological Bulletin, 109, 5–24. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/0033-2909.109.1.5.CrossRefGoogle ScholarPubMed
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310–357. https://doi.org/10.1037/0033-2909.98.2.310.CrossRefGoogle ScholarPubMed
Compas, B. E., Wagner, B. M., Slavin, L. A., & Vannatta, K. (1986). A prospective study of life events, social support, and psychological symptomatology during the transition from high school to college. American Journal of Community Psychology; New York, 14, 241–257.CrossRefGoogle ScholarPubMed
Corona, K., Campos, B., & Chen, C. (2017). Familism is associated with psychological well-being and physical health: Main effects and stress-buffering effects. Hispanic Journal of Behavioral Sciences, 39, 46–65. https://doi.org/10.1177/0739986316671297.CrossRefGoogle Scholar
Crockett, L. J., Iturbide, M. I., Torres Stone, R. A., McGinley, M., Raffaelli, M., & Carlo, G. (2007). Acculturative stress, social support, and coping: Relations to psychological adjustment among Mexican American college students. Cultural Diversity and Ethnic Minority Psychology, 13, 347–355. https://doi.org/10.1037/1099-9809.13.4.347.CrossRefGoogle ScholarPubMed
Cupito, A. M., Stein, G. L., Gonzalez, L. M., & Supple, A. J. (2016). Familism and Latino adolescent depressive symptoms: The role of maternal warmth and support and school support. Cultural Diversity & Ethnic Minority Psychology, 22, 517–523. https://doi.org/10.1037/cdp0000097.CrossRefGoogle ScholarPubMed
Curran, P. J., & Bauer, D. J. (2011). The disaggregation of within-person and between-person effects in longitudinal models of change. Annual Review of Psychology, 62, 583–619. https://doi.org/10.1146/annurev.psych.093008.100356.CrossRefGoogle ScholarPubMed
Dawson, B. A., Perez, R. M., & Suárez-Orozco, C. (2012). Exploring differences in family involvement and depressive symptoms across Latino adolescent groups. Journal of Human Behavior in the Social Environment, 22, 153–171. https://doi.org/10.1080/10911359.2012.647473.CrossRefGoogle Scholar
Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46, 223–236. https://doi.org/10.1353/csd.2005.0023.CrossRefGoogle Scholar
Dickerson, S. S., & Kemeny, M. E. (2004). Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin, 130, 355–391. https://doi.org/10.1037/0033-2909.130.3.355.CrossRefGoogle ScholarPubMed
Dieleman, G. C., Huizink, A. C., Tulen, J. H. M., Utens, E. M. W. J., Creemers, H. E., van der Ende, J., & Verhulst, F. C. (2015). Alterations in HPA-axis and autonomic nervous system functioning in childhood anxiety disorders point to a chronic stress hypothesis. Psychoneuroendocrinology, 51, 135–150. https://doi.org/10.1016/j.psyneuen.2014.09.002.CrossRefGoogle ScholarPubMed
Doane, L. D., Sladek, M. R., Breitenstein, R. S., Park, H., Castro, S. A., & Kennedy, J. L. (2018). Cultural neurobiology and the family: Evidence from the daily lives of Latino adolescents. Development and Psychopathology, 30, 1779–1796. https://doi.org/10.1017/S0954579418001104.CrossRefGoogle ScholarPubMed
Eagan, M. K., Stolzberg, E. B., Zimmerman, H. B., Aragon, M. C., Whang Sayson, H., & Rios-Aguilar, C. (2017). The American Freshman: National norms fall 2016. Los Angeles: Higher Education Research Institute, UCLA.Google Scholar
Epel, E. S., Crosswell, A. D., Mayer, S. E., Prather, A. A., Slavich, G. M., Puterman, E., & Mendes, W. B. (2018). More than a feeling: A unified view of stress measurement for population science. Frontiers in Neuroendocrinology, 49, 146–169. https://doi.org/10.1016/j.yfrne.2018.03.001.CrossRefGoogle ScholarPubMed
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. https://doi.org/10.3758/BF03193146.CrossRefGoogle ScholarPubMed
Foland-Ross, L. C., Hamilton, J. P., Joormann, J., Berman, M. G., Jonides, J., & Gotlib, I. H. (2013). The neural basis of difficulties disengaging from negative irrelevant material in major depression. Psychological Science, 24, 334–344. https://doi.org/10.1177/0956797612457380.CrossRefGoogle ScholarPubMed
Fuller, B., & García Coll, C. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46, 559–565. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/a0019412.CrossRefGoogle ScholarPubMed
Gallo, L. C., Penedo, F. J., Espinosa de los Monteros, K. E., Arguelles, W., & Arguelles, W. (2009). Resiliency in the face of disadvantage: Do Hispanic cultural characteristics protect health outcomes? Journal of Personality, 77, 1707–1746. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1111/j.1467-6494.2009.00598.x.CrossRefGoogle ScholarPubMed
García-Coll, C., & Vázquez García, H. A. (1995). Hispanic children and their families: On a different track from the very beginning. In H. E. Fitzgerald, B. M. Lester, & B. Zuckerman (Eds.), Children of poverty: Research, health, and policy issues (pp. 57–83). New York: Garland Publishing.Google Scholar
Gelman, A., & Stern, H. (2006). The difference between “significant” and “not significant” is not itself statistically significant. The American Statistician, 60, 328–331. https://doi.org/10.1198/000313006X152649.CrossRefGoogle Scholar
Georgiades, K., Paksarian, D., Rudolph, K. E., & Merikangas, K. R. (2018). Prevalence of mental disorder and service use by immigrant generation and race/ethnicity among U.S. adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 57, 280–287.e2. https://doi.org/10.1016/j.jaac.2018.01.020.CrossRefGoogle Scholar
Grant, K. E., Compas, B. E., Thurm, A. E., McMahon, S. D., & Gipson, P. Y. (2004). Stressors and child and adolescent psychopathology: Measurement issues and prospective effects. Journal of Clinical Child and Adolescent Psychology, 33, 412–425. https://doi.org/10.1207/s15374424jccp3302_23.CrossRefGoogle ScholarPubMed
Herres, J., Caporino, N. E., Cummings, C. M., & Kendall, P. C. (2018). Emotional reactivity to daily events in youth with anxiety disorders. Anxiety, Stress & Coping: An International Journal, 31, 387–401. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1080/10615806.2018.1472492.CrossRefGoogle ScholarPubMed
Hoffman, L., & Stawski, R. S. (2009). Persons as contexts: Evaluating between-person and within-person effects in longitudinal analysis. Research in Human Development, 6, 97–120. https://doi.org/10.1080/15427600902911189.CrossRefGoogle Scholar
Hope, E. C., Velez, G., Offidani-Bertrand, C., Keels, M., & Durkee, M. I. (2018). Political activism and mental health among Black and Latinx college students. Cultural Diversity and Ethnic Minority Psychology, 24, 26–39. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/cdp0000144.CrossRefGoogle ScholarPubMed
Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70, 324–345. https://doi.org/10.2307/2673270.CrossRefGoogle Scholar
Hurtado, S., Carter, D. F., & Spuler, A. (1996). Latino student transition to college: Assessing difficulties and facters in successful college adjustment. Research in Higher Education, 37, 135–157.CrossRefGoogle Scholar
Husky, M. M., Mazure, C. M., Maciejewski, P. K., & Swendsen, J. D. (2009). Past depression and gender interact to influence emotional reactivity to daily life stress. Cognitive Therapy and Research, 33, 264–271. https://doi.org/10.1007/s10608-008-9212-z.CrossRefGoogle Scholar
Huynh, V. W., & Fuligni, A. J. (2012). Perceived ethnic stigma across the transition to college. Journal of Youth and Adolescence, 41, 817–830. https://doi.org/10.1007/s10964-011-9731-x.CrossRefGoogle ScholarPubMed
Jardin, C., Mayorga, N. A., Bakhshaie, J., Garey, L., Viana, A. G., Sharp, C., … Zvolensky, M. J. (2018). Clarifying the relation of acculturative stress and anxiety/depressive symptoms: The role of anxiety sensitivity among Hispanic college students. Cultural Diversity and Ethnic Minority Psychology, 24, 221–230. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/cdp0000175CrossRefGoogle ScholarPubMed
Juang, L., Ittel, A., Hoferichter, F., & Gallarin, M. (2016). Perceived racial/ethnic discrimination and adjustment among ethnically diverse college students: Family and peer support as protective factors. Journal of College Student Development, 57, 380–394. https://doi.org/10.1353/csd.2016.0048.CrossRefGoogle Scholar
Kaiser, R. H., Andrews-Hanna, J. R., Spielberg, J. M., Warren, S. L., Sutton, B. P., Miller, G. A., … Banich, M. T. (2015). Distracted and down: Neural mechanisms of affective interference in subclinical depression. Social Cognitive and Affective Neuroscience, 10, 654–663. https://doi.org/10.1093/scan/nsu100.CrossRefGoogle ScholarPubMed
Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44, 1–22. https://doi.org/10.1146/annurev.ps.44.020193.000245.CrossRefGoogle ScholarPubMed
Lee, C.-Y. S., Goldstein, S. E., Dik, B. J., & Rodas, J. M. (2020). Sources of social support and gender in perceived stress and individual adjustment among Latina/o college-attending emerging adults. Cultural Diversity and Ethnic Minority Psychology, 26, 134–147. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/cdp0000279.CrossRefGoogle ScholarPubMed
Lee, T. K., Wickrama, K. A. S., Kwon, J. A., Lorenz, F. O., & Oshri, A. (2017). Antecedents of transition patterns of depressive symptom trajectories from adolescence to young adulthood. British Journal of Developmental Psychology, 35, 498–515. https://doi.org/10.1111/bjdp.12189.CrossRefGoogle ScholarPubMed
Leger, K. A., Charles, S. T., & Almeida, D. M. (2018). Let it go: Lingering negative affect in response to daily stressors is associated with physical health years later. Psychological Science, 29, 1283–1290. https://doi.org/10.1177/0956797618763097.CrossRefGoogle ScholarPubMed
Lopez, M. H. & Fry, S. (2013). Among recent high school grads, Hispanic college enrollment rate surpasses that of whites. Fact Tank: News in the Numbers, https://www.pewresearch.org/fact-tank/2013/09/04/hispanic-college-enrollment-rate-surpasses-whites-for-the-first-time/Google Scholar
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33, 335–343. https://doi.org/10.1016/0005-7967(94)00075-U.CrossRefGoogle ScholarPubMed
Mayorga, N. A., Jardin, C., Bakhshaie, J., Garey, L., Viana, A. G., Cardoso, J. B., & Zvolensky, M. (2018). Acculturative stress, emotion regulation, and affective symptomology among Latino/a college students. Journal of Counseling Psychology, 65, 247–258. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/cou0000263.CrossRefGoogle ScholarPubMed
McCord, A. L., Draucker, C. B., & Bigatti, S. (2019). Cultural stressors and depressive symptoms in Latino/a adolescents: An integrative review. Journal of the American Psychiatric Nurses Association, 25, 49–65. https://doi.org/10.1177/1078390318778885.CrossRefGoogle Scholar
McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., … Hintz, S. (2017). The condition of education 2017 (NCES 2017-144). Washington DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144.Google Scholar
McLaughlin, K. A., Kubzansky, L. D., Dunn, E. C., Waldinger, R., Vaillant, G., & Koenen, K. C. (2010). Childhood social environment, emotional reactivity to stress, and mood and anxiety disorders across the life course. Depression and Anxiety, 27, 1087–1094. https://doi.org/10.1002/da.20762.CrossRefGoogle ScholarPubMed
Mikolajczyk, R. T., Bredehorst, M., Khelaifat, N., Maier, C., & Maxwell, A. E. (2007). Correlates of depressive symptoms among Latino and Non-Latino White adolescents: Findings from the 2003 California Health Interview Survey. BMC Public Health, 7, 21. https://doi.org/10.1186/1471-2458-7-21.CrossRefGoogle ScholarPubMed
Neblett, E. W., Rivas-Drake, D., & Umaña-Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6, 295–303. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1111/j.1750-8606.2012.00239.x.CrossRefGoogle Scholar
Nelemans, S. A., Hale, W. W., Branje, S. J. T., Meeus, W. H. J., & Rudolph, K. D. (2018). Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition. Development and Psychopathology, 30, 1487–1501. https://doi.org/10.1017/S0954579417001584.CrossRefGoogle ScholarPubMed
Newcomb, M. D. (1990). Social support and personal characteristics: A developmental and interactional perspective. Journal of Social and Clinical Psychology, 9, 54–68. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1521/jscp.1990.9.1.54.CrossRefGoogle Scholar
O'Hara, R. E., Armeli, S., Boynton, M. H., & Tennen, H. (2014). Emotional stress-reactivity and positive affect among college students: The role of depression history. Emotion, 14, 193–202. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/a0034217.CrossRefGoogle ScholarPubMed
Pascoe, E. A., & Smart Richman, L. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin, 135, 531–554. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/a0016059.CrossRefGoogle ScholarPubMed
Piazza, J. R., Charles, S. T., Sliwinski, M. J., Mogle, J., & Almeida, D. M. (2013). Affective reactivity to daily stressors and long-term risk of reporting a chronic physical health condition. Annals of Behavioral Medicine, 45, 110–120. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1007/s12160-012-9423-0CrossRefGoogle ScholarPubMed
Potochnick, S. R., & Perreira, K. M. (2010). Depression and anxiety among first-generation immigrant Latino youth: Key correlates and implications for future research. The Journal of Nervous and Mental Disease, 198, 470–477. https://doi.org/10.1097/NMD.0b013e3181e4ce24.CrossRefGoogle ScholarPubMed
Pryor, J. H., Hurtado, S., DeAngelo, L., Palucki Blake, L., & Tran, S. (2010). The American freshman: National norms fall 2010. Washington DC: Higher Education Research Institute.Google Scholar
Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401. https://doi.org/10.1177/014662167700100306.CrossRefGoogle Scholar
Rice, F., Lifford, K. J., Thomas, H. V., & Thapar, A. (2007). Mental health and functional outcomes of maternal and adolescent reports of adolescent depressive symptoms. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 1162–1170. https://doi.org/10.1097/chi.0b013e3180cc255f.CrossRefGoogle ScholarPubMed
Roberts, RE, Andrews, JA, Lewinsohn, PM, & Hops, H. (1990). Assessment of depression in adolescents using the Center for Epidemiologic Studies Depression Scale. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2, 122–128.CrossRefGoogle Scholar
Rodriguez, N., Mira, C. B., Myers, H. F., Morris, J. K., & Cardoza, D. (2003). Family or friends: Who plays a greater supportive role for Latino college students? Cultural Diversity & Ethnic Minority Psychology, 9, 236–250. https://doi.org/10.1037/1099-9809.9.3.236.CrossRefGoogle ScholarPubMed
Romero, A. J., & Roberts, R. E. (2003). Stress within a bicultural context for adolescents of Mexican descent. Cultural Diversity & Ethnic Minority Psychology, 9, 171–184.CrossRefGoogle ScholarPubMed
Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students. College Student Journal, 33, 312.Google Scholar
Rudolph, K. D., & Hammen, C. (1999). Age and gender as determinants of stress exposure, generation, and reactions in youngsters: A transactional perspective. Child Development, 70, 660–677.CrossRefGoogle ScholarPubMed
Sabogal, F., Marín, G., Otero-Sabogal, R., Marín, B. V., & Perez-Stable, E. J. (1987). Hispanic familism and acculturation: What changes and what doesn't? Hispanic Journal of Behavioral Sciences, 9, 397–412. https://doi.org/10.1177/07399863870094003.CrossRefGoogle Scholar
Saluja, G., Iachan, R., Scheidt, P. C., Overpeck, M. D., Sun, W., & Giedd, J. N. (2004). Prevalence of and risk factors for depressive symptoms among young adolescents. Archives of Pediatrics & Adolescent Medicine, 158, 760–765. https://doi.org/10.1001/archpedi.158.8.760.CrossRefGoogle ScholarPubMed
Santiago, C. D., Brewer, S. K., Fuller, A. K., Torres, S. A., Papadakis, J. L., & Ros, A. M. (2017). Stress, coping, and mood among Latino adolescents: A daily diary study. Journal of Research on Adolescence, 27, 566–580. https://doi.org/10.1111/jora.12294.CrossRefGoogle ScholarPubMed
Santiago, C. D., Torres, S. A., Brewer, S. K., Fuller, A. K., & Lennon, J. M. (2016). The effect of cultural factors on daily coping and involuntary responses to stress among low-income Latino adolescents. Journal of Community Psychology, 44, 872–887. https://doi.org/10.1002/jcop.21814.CrossRefGoogle Scholar
Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177.CrossRefGoogle ScholarPubMed
Shankman, S. A., Lewinsohn, P. M., Klein, D. N., Small, J. W., Seeley, J. R., & Altman, S. E. (2009). Subthreshold conditions as precursors for full syndrome disorders: A 15-year longitudinal study of multiple diagnostic classes. Journal of Child Psychology and Psychiatry, 50, 1485–1494. https://doi.org/10.1111/j.1469-7610.2009.02117.x.CrossRefGoogle ScholarPubMed
Sihvola, E., Keski-Rahkonen, A., Dick, D. M., Pulkkinen, L., Rose, R. J., Marttunen, M., & Kaprio, J. (2007). Minor depression in adolescence: Phenomenology and clinical correlates. Journal of Affective Disorders, 97, 211–218. https://doi.org/10.1016/j.jad.2006.06.019.CrossRefGoogle ScholarPubMed
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.CrossRefGoogle Scholar
Sirin, S. R., Ryce, P., Gupta, T., & Rogers-Sirin, L. (2013). The role of acculturative stress on mental health symptoms for immigrant adolescents: A longitudinal investigation. Developmental Psychology, 49, 736–748. https://doi.org/10.1037/a0028398.CrossRefGoogle ScholarPubMed
Sladek, M. R., Doane, L. D., Gonzales, N. A., Grimm, K. J., & Luecken, L. J. (2019). Latino adolescents’ cultural values associated with diurnal cortisol activity. Psychoneuroendocrinology, 109, 104403. https://doi.org/10.1016/j.psyneuen.2019.104403.CrossRefGoogle ScholarPubMed
Sladek, M. R., Doane, L., Luecken, L., & Eisenberg, N. (2016). Perceived stress, coping, and cortisol reactivity in daily life: A study of adolescents during the first year of college. Biological Psychology, 117, 8–15. https://doi.org/10.1016/j.biopsycho.2016.02.003.CrossRefGoogle ScholarPubMed
Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis (2nd ed.). SAGE Publishing.Google Scholar
Snyder, T. D., de Brey, C., & Dillow, S. A.. (2019). Digest of education statistics. Washington DC, National Center for Education Statistics, https://nces.ed.gov/programs/digest/d17/tables/dt17_326.10.asp?current=yesGoogle Scholar
Stein, G. L., Gonzalez, L. M., Cupito, A. M., Kiang, L., & Supple, A. J. (2015). The protective role of familism in the lives of Latino adolescents. Journal of Family Issues, 36, 1255–1273. https://doi.org/10.1177/0192513X13502480.CrossRefGoogle Scholar
Stein, G. L., Gonzalez, L. M., & Huq, N. (2012). Cultural stressors and the hopelessness model of depressive symptoms in Latino adolescents. Journal of Youth and Adolescence, 41, 1339–1349. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1007/s10964-012-9765-8.CrossRefGoogle ScholarPubMed
Stein, G. L., Supple, A. J., Huq, N., Dunbar, A. S., & Prinstein, M. J. (2016). A longitudinal examination of perceived discrimination and depressive symptoms in ethnic minority youth: The roles of attributional style, positive ethnic/racial affect, and emotional reactivity. Developmental Psychology, 52, 259–271. https://doi.org/10.1037/a0039902.CrossRefGoogle ScholarPubMed
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178–1197. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/a0027143.CrossRefGoogle ScholarPubMed
Stepler, R., & Brown, A. (2016). Statistical portrait of Hispanics in the United States in 2014. Pew Research Center's Hispanic Trends Project. https://www.pewresearch.org/hispanic/2016/04/19/2014-statistical-information-on-hispanics-in-united-states/.Google Scholar
Suarez, E. C., & Sundy, J. S. (2017). The cortisol:C-reactive protein ratio and negative affect reactivity in depressed adults. Health Psychology, 36, 852–862. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/hea0000517.CrossRefGoogle ScholarPubMed
Sy, S. R. (2006). Family and work influences on the transition to college among Latina adolescents. Hispanic Journal of Behavioral Sciences, 28, 368–386. https://doi.org/10.1177/0739986306290372.CrossRefGoogle Scholar
Telzer, E. H., & Fuligni, A. J. (2009). Daily family assistance and the psychological well-being of adolescents from Latin American, Asian, and European backgrounds. Developmental Psychology, 45, 1177–1189. https://doi.org/10.1037/a0014728.CrossRefGoogle ScholarPubMed
Torres, S. A., & Santiago, C. D. (2018). Stress and cultural resilience among low-income Latino adolescents: Impact on daily mood. Cultural Diversity and Ethnic Minority Psychology, 24, 209–220. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1037/cdp0000179.CrossRefGoogle ScholarPubMed
Umaña-Taylor, A. J., Alfaro, E. C., Bámaca, M. Y., & Guimond, A. B. (2009). The central role of familial ethnic socialization in Latino adolescents’ cultural orientation. Journal of Marriage and Family, 71, 46–60. https://doi.org/10.1111/j.1741-3737.2008.00579.x.CrossRefGoogle Scholar
US Census Bureau. (2015). Annual estimates of the resident population by sex, age, race, and Hispanic origin for the United States and States: April 1, 2010 to July 1, 2015. https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk#Google Scholar
van Winkel, M., Nicolson, N. A., Wichers, M., Viechtbauer, W., Myin-Germeys, I., & Peeters, F. (2015). Daily life stress reactivity in remitted versus non-remitted depressed individuals. European Psychiatry, 30, 441–447. https://doi.org/10.1016/j.eurpsy.2015.02.011.CrossRefGoogle ScholarPubMed
Varela, R. E., & Hensley-Maloney, L. (2009). The influence of culture on anxiety in Latino youth: A review. Clinical Child and Family Psychology Review, 12, 217–233. https://doi.org/10.1007/s10567-009-0044-5.CrossRefGoogle ScholarPubMed
Walker, S., O'Connor, D. B., Schaefer, A., Talbot, D., & Hendrickx, H. (2011). The cortisol awakening response: Associations with trait anxiety and stress reactivity. Personality and Individual Differences, 51, 123–127. https://doi.org/10.1016/j.paid.2011.03.026.CrossRefGoogle Scholar
Wang, L. P., & Maxwell, S. E. (2015). On disaggregating between-person and within-person effects with longitudinal data using multilevel models. Psychological Methods, 20, 63–83. https://doi.org/10.1037/met0000030.CrossRefGoogle ScholarPubMed
Watson, D., Clark, L. A., & Carey, G. (1988). Positive and negative affectivity and their relation to anxiety and depressive disorders. Journal of Abnormal Psychology, 97, 346–353. https://doi.org/10.1037/0021-843X.97.3.346.CrossRefGoogle ScholarPubMed
Yip, T., Kiang, L., & Fuligni, A. J. (2008). Multiple social identities and reactivity to daily stress among ethnically diverse young adults. Journal of Research in Personality, 42, 1160–1172. http://dx.doi.org.ezproxy1.lib.asu.edu/10.1016/j.jrp.2008.03.005.CrossRefGoogle Scholar
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52, 30–41. https://doi.org/10.1207/s15327752jpa5201_2.CrossRefGoogle Scholar
Zinbarg, R. E., Anand, D., Lee, J. K., Kendall, A. D., & Nuñez, M. (2015). Generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias. In Blaney, P. H., Krueger, R. F. & Millon, T. (Eds.), Oxford textbook of psychopathology (3rd ed. pp. 133–162). New York, NY, US: Oxford University Press. http://search.proquest.com/psycinfo/docview/1668013941/1AB07911F3EC415EPQ/2Google Scholar